Learning Resources

Abstract: Establishing the need for both academic program and facilities expansion is key to the success of any long-range planning process. Analyzing return on investment (ROI) is a beneficial yet underutilized metric to use in validating those needs. In a time when public funding is decreasing, it is advantageous to develop capital improvement plans that demonstrate how to achieve maximum financial benefits from the investment in major construction and renovation projects. This article demonstrates how a comprehensive master facilities planning process at Central Piedmont Community College in Charlotte, NC, will help persuade county officials to support a $687 million capital campaign resulting in a positive ROI to students, the institution, and the community.

Abstract: Strategic partnerships are a smart fiscal and educational move for higher education institutions. Many of the nation’s community colleges have long explored symbiotic arrangements that benefit student, community, and school. This article examines three schools’ interactions with their host communities and explores how partnerships help deliver on their role as a true community amenity—from providing their students with state-of-the-art learning environments and working with industry leaders to enhance curricula to reaching a geographically disadvantaged demographic of potential students. Partnership opportunities are broad and plentiful and are often only limited by an institution’s imagination.

Abstract: U.S. transportation data suggest that the number of vehicle miles traveled has far surpassed new capacity, resulting in increased traffic congestion in many communities throughout the country. This article reports on traffic congestion around a university campus located within a small town. The mix of trip purposes varies considerably in this context, with the majority of trips related to student movement to and from classes. The university itself becomes a major traffic generator, but in a complex way. This article describes how congestion in a university setting differs from that in a nonuniversity setting; what components drive this congestion; how best to reduce this congestion while adhering to overall university planning objectives; and how to set a foundation for traffic management strategies that provide environmental, social, and economic benefit to the university and, importantly, to the surrounding community. The information presented here applies beyond the campus setting to any community that contains nontraditional traffic generators and shows why context does matter when analyzing and managing traffic.

Abstract: A simple and readily understandable visual display of quantitative measures of academic efficiency and productivity is demonstrated in this article. This graphical construction facilitates annual comparisons of unit efficiency and productivity as well as an analysis of temporal changes in unit activity. By establishing a common framework upon which a data-driven conversation regarding unit activity is constructed, this method produces a single graphical representation of the activities of any academic unit. As such, this technique assists academic decision makers with goal setting, resource allocation and reallocation, and the program prioritization process.

Abstract: This book is an outgrowth of Phillip S. Waite’s popular SCUP workshops and webcast. In his preface, Waite explains that “[N]on-architects are often placed in positions of leadership or responsibility in a capital project process. Administrators, managers, and academics, while no doubt experts within their own specialties, often have little or no training to prepare them for a role in a major capital project.” This book provides the non-architect with a broad framework of understanding in the steps, phases, and sequence of planning, designing, and delivering a capital project. Although written focused on the higher education environment, the lessons to be learned from this book are as pertinent in the K—12 and corporate world as they are in the realm of colleges and universities. In addition to appealing to ”non-architects,“ it should also appeal to architects who (a) may wish to understand what those non-architects are learning from this book and (b) may wish to purchase for distribution to clients or potential clients as part of the information process.

Abstract: The increased attention to costs in recent years at colleges and universities draws attention to the matter of whether all costs are reflected and accounted for in the institution’s internal and external financial reports. One category—capital costs—is thought by some to be overlooked at times. The possible neglect of capital costs in institutional planning and in financial reporting has its basis in a theoretical debate on how nonprofit institutions view capital. In order to justify capital as an essential, reportable cost to a nonprofit, it is necessary to see how capital is viewed in the for-profit firm. Even if capital is an essential cost to higher education, accounting and measurement difficulties may arise. This study explores these issues and examines the literature relevant to this topic.

Abstract: The capital renewal and replacement of the nation’s public higher education facilities has been a growing problem for several decades. While the need for new and improved facilities has increased over the years, many campuses simply have too many aging infrastructures that are too costly to replace. This, at a time when we have less than favorable economic conditions, only adds to the situation. As the age, size, and complexity of buildings continue to grow, so too does the amount of maintenance funding required to keep buildings in good working order. The purpose of this study was to assess and compare the 50 states’ efforts of funding public higher education capital needs. This study investigated areas relating to capital needs financing, planning, decision-making processes used in each state, available funding, and future directions in the various states. Of the 50 states, 41 states responded, representing 82 percent of the 50 states.